1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...

C. C. W. Taylor presents a clear and faithful new translation of one of the most famous and influential texts in the history of Western thought, accompanied by an analytical and critical commentary focusing on philosophical issues. In Books II to IV of the Nicomachean Ethics Aristotle gives his account of virtue of character, which is central to his ethical theory as a whole and a key topic in much modern ethical writing.

What would something unlike us--a chimpanzee, say, or a computer--have to be able to do to qualify as a possible knower, like us? To answer this question at the very heart of our sense of ourselves, philosophers have long focused on intentionality and have looked to language as a key to this condition. Making It Explicit is an investigation into the nature of language--the social practices that distinguish us as rational, logical creatures--that revises the very terms of this inquiry. Where (...) accounts of the relation between language and mind have traditionally rested on the concept of representation, this book sets out an alternate approach based on inference, and on a conception of certain kinds of implicit assessment that become explicit in language. Making It Explicit is the first attempt to work out in detail a theory that renders linguistic meaning in terms of use--in short, to explain how semantic content can be conferred on expressions and attitudes that are suitably caught up in social practices. -/- At the center of this enterprise is a notion of discursive commitment. Being able to talk--and so in the fullest sense being able to think--is a matter of mastering the practices that govern such commitments, being able to keep track of one’s own commitments and those of others. Assessing the pragmatic significance of speech acts is a matter of explaining the explicit in terms of the implicit. As he traces the inferential structure of the social practices within which things can be made conceptually explicit, the author defines the distinctively expressive role of logical vocabulary. This expressive account of language, mind, and logic is, finally, an account of who we are. (shrink)

This new work provides an approachable introduction to the complex system that Making It Explicit mapped out.

The author draws on considerable research in this area to provide an overdue critical evaluation of the limits of the market, and future prospects for non-market socialism.

In this work the distinguished physical chemist and philosopher, Michael Polanyi, demonstrates that the scientist's personal participation in his knowledge, in ...

Sabina Lovibond invites her readers to see how the "practical reason view of ethics" can survive challenges from within philosophy and from the antirationalist postmodern critique of reason. She elaborates and defends a modern practical-reason view of ethics by focusing on virtue or ideal states of character that involve sensitivity to the objective reasons circumstances bring into play. At the heart of her argument is the Aristotelian idea of the formation of character through upbringing; these ancient ideas can be made (...) contemporary if one understands them in a naturalized way. She then explores the implications that arise from the naturalization of the classical view, weaving into her theory ideas of Jacques Derrida and J. L. Austin. The book also discusses two modes of resistance to an existing ethical culture--one committed to the critical employment of shared norms of rationality, the other aspiring to a more radical attitude, grounded in hostility to the "universal." Lovibond tries to determine what may be correct in this second, admittedly paradoxical, tendency. This is a timely and valuable effort to connect the most advanced forms of thinking in the analytic tradition and in the Continental tradition, and to extend our understanding of the intimacies and resistances between these two prominent strands of contemporary philosophy. (shrink)

David Carr's account of the nature of professional work is described and examined. It is argued that Carr's criteria for distinguishing between professional and non–professional work are not adequate. The criteria are as follows: the professions’ essential role in promoting human flourishing; their contestability; their direct concern for the well–being of clients; their provision of a high degree of autonomy for practitioners. They do not mark out a qualitative difference between professions and other occupations. Carr's notion of civic necessities applies (...) to what he describes as non–professional as well as to professional work. The role of commercial considerations in the usefulness of some kinds of work is considered and a distinction is made between technical and occupational virtues. Carr treats professional virtues as occupational virtues without appreciating that nearly all occupations have both occupational and technical virtues. A significant part of the wouthwhileness of work is bound up with practice of the relevant occupational virtues. (shrink)

"This book is of major importance to the debate on the postmodern question."--Jean François Lyotard. "This is Vattimo at his best--and at his best he is very, very good, which is to say, erudite, witty, engaging, and precise. I do not think anyone comes close to Vattimo in his ability to correlate complex philosophical issues and arguments, such as those of Heidegger or Benjamin on such topics as &.

This paper considers the conception of leadership and management found in the UK government’s school leadership initiative. It contrasts earlier ‘scientific’ theory with the more recent ‘humanistic’ theory on which the initiative appears to be based, and finds that they share significant features and flaws. Moreover, despite the moral tone of the new initiative, it finds on examination that it is based on an emotivist theory of ethics that in practice may require the headteacher to be manipulative in her leadership (...) and management of the school. Finally, it outlines an alternative conception of leadership. (shrink)

This paper considers the conception of leadership and management found in the UK government’s school leadership initiative. It contrasts earlier ‘scientific’ theory with the more recent ‘humanistic’ theory on which the initiative appears to be based, and finds that they share significant features and flaws. Moreover, despite the moral tone of the new initiative, it finds on examination that it is based on an emotivist theory of ethics that in practice may require the headteacher to be manipulative in her leadership (...) and management of the school. Finally, it outlines an alternative conception of leadership. (shrink)

This paper challenges the linguistic arguments Jason Stanley and Timothy Williamson gave in support of their thesis that knowing how is a species of knowing that.

From the book To my mind the most striking development in ethical theory since the 1970s has been an attempt to reactivate the Platonic-Aristotelian ethical ...

This book presents an events-based view of human action somewhat different from that of what is known as "standard story". A thesis about trying-to-do-something is distinguished from various volitionist theses. It is argued then that given a correct conception of action's antecedents, actions will be identified not with bodily movements but with causes of such movements.

This volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is (...) based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice. (shrink)

This is a new release of the original 1949 edition.

The essays in this volume represent an approach to human knowledge that has had a profound influence on many recent thinkers. Popper breaks with a traditional commonsense theory of knowledge that can be traced back to Aristotle. A realist and fallibilist, he argues closely and in simple language that scientific knowledge, once stated in human language, is no longer part of ourselves but a separate entity that grows through critical selection.

The Eudemian Ethics is a major treatise on moral philosophy whose central concern is what makes life worth living. This is the first time it has been published in its entirety in any modern language. Anthony Kenny's fine translation is accompanied by a lucid introduction and explanatory notes.

How far can we apply the same moral principles to both public and private behaviour. In the interests of effective political action, are we right to accept acts of deceit, exploitation or force which we would regard as unacceptable in private relations with individuals? What means can be properly adopted in the promotion of great public causes? The problem of 'dirty hands' in politics was posed most strikingly by Machiavelli. It has re-emerged this century in a pressing and, to some (...) extent, a new form, in connection with the two World Wars and more recently the Vietnam War, where the political decisions and the destruction, and risks of destruction, have been of a scale and character not previously experienced. The contributors, including Bernard Williams, Thomas Nagel, T. M. Scanlon, and Ronald Dworkin, examine the background to this problem in moral and political theory. (shrink)

_Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements (...) of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)

Many philosophers believe that there is a fundamental distinction between knowing that something is the case and knowing how to do something. According to Gilbert Ryle, to whom the insight is credited, knowledge-how is an ability, which is in turn a complex of dispositions. Knowledge-that, on the other hand, is not an ability, or anything similar. Rather, knowledge-that is a relation between a thinker and a true proposition.